TEACHER TRAINING POLICIES FOR SPACES OF FREEDOM RESTRICTION AND DEPRIVATION

Abstract

This article is guided by studies about the school role in prison and educational activities with educators who act in spaces of freedom restriction and deprivation. This is an effort of foresight that seeks to broaden the field of view and to suggest observation elements of what is yet to come. Brazil is currently experiencing an effervescence of actions and construction of public policies aimed at implementing the National Guidelines for the provision of school education to young people and adults who undergo freedom deprivation. Therefore, the country faces necessary disruptions and advancements on practices that are consolidated by the current school system of prisons. Data was collected on informal conversations with new and experienced teachers and from observations organized in field diaries. The data was analyzed and it evidenced the complex educational phenomenon and the necessary teacher training beyond specific content – since (s)he must appropriate the everyday life singularities and motivations of young people and adults, in order to build a life project with them, to promote their social (re)integration. To do so, it is necessary to invest in achieving compelling political actions regarding the initial and constant training of teachers, the structural changes of prison schools and the implementation of curricular proposals that are adequate to the necessities of young people and adults who find themselves in a situation of freedom restriction and deprivation.

Key words: public policies; teacher training; school education in prison; educational processes.